1. Infusing Career Guidance into the Mainstream of Professional Thinking William Borgen Educational and Counselling Psychology & Special Education Faculty of Education University of British Columbia Bryan Hiebert Department of Educational Psychology & Leadership Studies Faculty of Education University of Victoria 1

2. 2 Counselling and Guidance Within a Context of Uncertainty Personal Self- identity Family Societal Context Career

3. Traditional Assumptions There are a series of individual attributes or traits that draw people to certain occupations. These attributes or traits are pivotal to effective and desired decision-making. Occupations that match the vocational interest of individuals are accessible to them. Occupations are stable enough in their characteristics for assessment instruments that match the traits of individuals with occupational characteristics are useful over time. Once secured individuals have the capability to stay involved in desired occupations or career trajectories. 3

4. Revised Assumptions Several factors influence choice of occupations or career paths, including individual attributes or traits, family perspectives, rapidly evolving cultural influences such as poverty, addiction, conflict, displacement and discrimination, along with internationalization and rapid change in labour market opportunities. These factors are differentially important within and across cultural contexts. Occupations of choice may not be accessible. Many tasks and processes related to occupations are unstable. People need the skills and attitudes required to successfully manage rapid and unpredictable changes that characterize many occupations and career trajectories. Career Development is an emerging professional activity 4

5. Some International Examples Countries are looking for information and approaches that address the issues of individuals and also inform policies to serve the broader society (Kenya, Nigeria, Bhutan) The context in which people are making occupational, vocational and career decisions is evolving rapidly and unpredictably (India, Africa, Eastern Europe/Asia, Argentina, North America) Perceived status of occupations is a major issue 5

6. The Need for Career/Life Planning We guide our boys and girls to some extent through school, then drop them into this complex world to sink or swim as the case may be. Yet there is no part of life where the need for guidance is more emphatic than in the transition from school to work - the choice of a vocation, adequate preparation for it, and the attainment of efficiency and success. (Frank Parsons) 6

7. What students are telling us… 7

8. Older Adolescents in High School Problems Identified Schooling Identity and Self- Concept Family Employment 8 See: Borgen, W. A., & Hiebert, B. (2006). Youth counselling and career guidance: What adolescents and young adults are telling us. International Journal for the Advancement of Counselling, 28, 389-400.

9. Coping Strategies of Adolescents Individual Problem Solving Disengagement – distancing, avoidance Resignation Giving Up 9

10. The Nature of Assistance Desired Who – Friends, Family, Professional Helpers Qualities – Good listeners, trustworthy and honest – Knowledge about the issues being discussed – Experience similar to theirs What – Counselling, knowledge, advice and information – Comfort and reassurance 10

11. The Challenge… Career opportunities are a result of planned and unplanned developmental and environmental events. Career decisions evolve over a life time. Career development services need to be differentiated and available across the lifespan. A new paradigm is needed to depict how people’s careers develop. 11

12. Where to begin Focused interview Identify student need Intervention designed to meet student need School wide, student focused game plan 12

13. 13 When students are involved as partners in their learning experiences … Greater academic achievement Reduced drop-out rate & lower absenteeism Reduced student alienation Reduced bullying and harassment Reduced incidence of smoking and drinking More positive school climate Greater satisfaction with school Students report school experiences as more relevant and better preparation for the future Students indicate that the quality of their education is better Results from studies in the USA

14. Services Related to Career Development Advice or Advising If I give general information regarding external requirements, I am doing vocational or career advising (Implies general information is sufficient for the issue presented) Guidance If I make a judgment about what information is being sought and provide it I am providing vocational or career guidance. (Implies tailored information is sufficient). Counselling If I explore the other person’s perspective, tentatively offer other perspective to be considered (including information based on the initial exploration) and jointly discuss possible action planning, I am providing vocational or career counselling. (Implies that a counselling process is needed to consider the utility of different insights, feelings, and information and the applicability of different possible actions regarding the issue.) 14

15. Constructs Central to Career Development Occupational Occupational refers to an activity that is focused on considering a particular type of job. Vocational Vocational refers to a focus on an individual’s talents, passions and interests in considering areas of work. Career Career refers to broader issues, such life development, work-adjustment, work-dysfunction, and integration of life roles with other life roles over time that may or may not be directly related to work. 15

16. Professional Development: A Multi-Layered Approach Preparation for career practitioners Orientation workshop Philosophical underpinnings theoretical foundations For all professionals Stakeholder involvement Individual consultation Group consultation In-depth training for key service providers Guidance practitioners Counsellors Training for trainers For capacity building 16

17. Career Guidance: Roles and Responsibilities 17 Role Consulting & Coaching Coordinating Counselling DevelopmentalPreventiveRemedial Teaching & Facilitating Classroom activities Classroom programs High needs students Classroom program content Classroom programs All students as required Teacher inservice Classroom activities Classroom teachers High needs students Classroom visits as needed Teachers having difficulty Counsellor Roles Teacher Roles

18. Staff Training Example from the Field 18

19. Career Guidance and Counselling Orientation Workshop: Implementing a Vision for Your Life 5-day interactive workshop foundational career development theory contemporary approaches for implementing career guidance programs in educational settings Key resources available knowledge and skill practice in appropriate instructional methods for career education Designed to help teachers and counsellors work more effectively with their school and college communities 19

20. Guidance & Counseling Planner Day 1: Context Preparation, philosophy, theory Day 2: Taking Stock Tools and resources Day 3: Providing services Communication & collaboration Day 4: Building support Policy makers, service providers, clients working together Day 5: Consolidation Implementing, maintaining, sustaining 20

21. Orientation Workshop Plan Day 1: Context What is career development Career-life planning Vision for your life Foundational theories Who are we serving Labour market context Voices of youth Learn about career-life planning by examining your own career path 21

22. Orientation Workshop Plan Day 2: Taking Stock Nature of services Advising, Guidance, Counselling Occupational, Vocational, Career Meeting the whole person needs of students Nature of training Skills needed Resources available Tools and resources (for services + for training) Understanding my own career path How will I incorporate this in my job 22

23. Orientation Workshop Plan Day 3: Providing services Communication and collaboration Multiple skills for multiple roles Constructs and skills for collaboration Basic group process Group member roles and norms Stages of group development Skill practice 23

24. Group Facilitation Model 24 See: Borgen, W. A., Pollard, D. E., Amundson, N. E., & Westwood, M. J. (1989). Employment groups: The counselling connection (chapter 3). Toronto, ON: Lugus. Group Design Member Needs & Roles Leader Approaches & Skills Group Goals & Activities Group Process Stage 6 Post Group Stage 1 Planning Stage 2 Initial Stage 3 Transition Stage 4 Working Stage 5 Termination

25. Orientation Workshop Plan Day 4: Building support Policy support Infrastructure needed Resources needed Program planning and evaluation Policy makers, service providers, clients working together Demonstrating the value of our work Program planning and evaluation Evaluation and intervention framework Tools for demonstrating value 25

26. 26 Resources Available  Staff: Number of staff, level of training, type of training  Funding: Budget  Service guidelines: School District mandate, Canadian Citizenship & Immigration mandate  Facilities, Infrastructure  Community resources Activities that Link to Outcomes or Deliverables Generic interventions Working alliance, communication skills, etc. Specific interventions Curriculum activities Skills or strategies used teachers, counsellors, etc. Facilitator guides Student home practice Programs & workshops offered by community partners Stakeholder Satisfaction Indicators Of Learner Change Learning outcomes  Changes in knowledge and skills linked to the program or activities  Progress Indicators End Result Indicators Personal attribute outcomes  Changes in attitudes, especially regarding racism & discrimination  Progress Indicators End Result Indicators Impact Outcomes  Changes in the learner’s life resulting from application of learning, e.g., engagement with school, employment status  Social and relational impact Outcomes Inputs Processes Client  Context  Needs  Goals

27. 27 Outcome-Focused Evidence-Based Practice Input  Process  Outcome Intervention = Process + Outcome What will I do? + How is it working? Professional Practitioner

28. Orientation Workshop Plan Day 5: Consolidation, maintaining, & sustaining Making it happen Pulling it all together Action planning & follow up Vision for your life Foundational theories Workshop evaluation 28

29. 29 Orientation Workshop Evaluation Regarding the Primary Objectives of this workshop, and knowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now? Before Unacceptable Acceptable After Unacceptable Acceptable 01234ave01234 1Clear understanding of basic career development theory 6511311.500010163.6 2Knowledge about the factors that contribute to (or interfere with) people’s career development 4106511.60016193.6 3Knowledge regarding basic skills used in career-life planning 7113411.30026183.6 4Tools for demonstrating the value of careers guidance & counselling 854511.40015173.3 5 Awareness of the importance of career-life planning in TVET 656511.70003203.4 6 Repertoire of practical tools and approaches for facilitating career development 894411.40026183.5

30. Evaluation Results 156 ratings (6 questions times 26 people): 84 (54%) ratings were unacceptable before the workshop 0 ratings were unacceptable after the workshop 6 (4%) ratings were excellent before the workshop 108 (69%) ratings were excellent after the workshop Mean scores before and after the workshop Before, all were unacceptable (<2) After, all were more than minimally acceptable (>3) 30

31. Orientation Workshop Evaluation For each component of the workshop listed below, please assess how useful that component was for you. Ave 01234 1. General Model: Road Map-- 110153.5 2. Exploring the Context -- 29153.4 3. Factors Influencing Career Plans -- 8183.7 4. Personal Career Line -- 112133.5 5. Clarifying Roles (advising, guidance, counselling) -- 5213.8 6. Assets and Resources -- 38153.5 7. Skill Framework for service providers -- 26183.6 8. Group process strategies -- 5163.6 9. Skill Practice -- 9173.7 10. Demonstrating value (evaluation) -- 8163.7 11. Infrastructure -- 313103.3 12. Action planning -- 7193.7 AcceptableUnacceptable 31

32. Final Thoughts One major barrier expressed by participants lack of infrastructure and resources Many schools do not have a career resource centre Create the support you need Lobby policy makers Train your boss to give you the support you need Create a mechanism to support follow up action Create a capacity building mechanism Training for trainers Lifelong learning & growth needs Lifelong guidance and counselling 32

33. The Need… Academics and practitioners will need to consider the new philosophical underpinnings, theoretical foundations, knowledge base, and expanded skill sets needed to embrace the new paradigm. Career practitioners need a broader range of pre- service and in-service education that prepares them to offer advice, guidance and counselling for occupational, vocational and career related issues. Policy makers will need to provide for an infrastructure to support career development + insist on evidence to attest to effectiveness. 33

34. We need to Connect the Islands 34 Practitioners Researchers Policy Makers Employers

35. Infusing Career Guidance into the Mainstream of Professional Thinking Questions of Comments? Thank you William Borgen borgen@interchange.ubc.ca Bryan Hiebert hiebert@ucalgary.ca 35